Wage, Literacy, and Numeracy Skills Inequality: Do Immigration Admission Categories Matter?

2020 ◽  
Author(s):  
Richard E. Mueller ◽  
N.T. Khuong Truong
Keyword(s):  
Numeracy Skills

Evaluating the Factor Structure and Criterion Validity of the Canadian Little DCDQ: Associations Between Motor Competence, Executive Functions, Early Numeracy Skills, and ADHD in Early Childhood

Assessment ◽  
2021 ◽  
pp. 107319112110039
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby
Keyword(s):  
At Risk ◽  
Factor Structure ◽  
Developmental Coordination Disorder ◽  
The United States ◽  
Parent Report ◽  
Criterion Validity ◽  
Early Numeracy ◽  
Motor Competence ◽  
Numeracy Skills ◽  
Coordination Disorder

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States ( N = 233). Factor analysis indicated that the DCDQ-CA was best represented by one factor. Using cutoff scores that were proposed by the developer, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Specifically, compared with their peers, children who exceeded the at-risk criterion demonstrated worse motor competence, executive functioning skills, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, all consistent with expectations for children who are at risk for DCD. Results are discussed as they relate to future use of the Little DCDQ-CA.

Firm foundations: the effectiveness of an educational psychologist developed intervention targeting early numeracy skills

2015 ◽  
Vol 31 (3) ◽  
pp. 265-278 ◽  
Author(s):  
Ros Somerville ◽  
Kate Ayre ◽  
Daniel Tunbridge ◽  
Katy Cole ◽  
Richard Stollery ◽  
...  
Keyword(s):  
Early Numeracy ◽  
Educational Psychologist ◽  
Numeracy Skills

Test–Retest Reliability and Clinical Feasibility of a Motion-Controlled Game to Enhance the Literacy and Numeracy Skills of Young Individuals with Intellectual Disability

2019 ◽  
Vol 22 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Regiani Guarnieri ◽  
Tânia Brusque Crocetta ◽  
Thaís Massetti ◽  
Renata Thaís de Almeida Barbosa ◽  
Jennifer Yohanna Ferreira de Lima Antão ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Retest Reliability ◽  
Numeracy Skills ◽  
Test Retest Reliability

Effects of using multi-vide ruler kit in the acquisition of numeracy skills among PROTIM students

2017 ◽  
Author(s):  
Hemalatha A/P Arumugan ◽  
Sharifah Nasriah Wan Obeng ◽  
Corrienna Abdul Talib ◽  
Muhammad Abdul Hadi Bunyamin ◽  
Marlina Ali ◽  
...  
Keyword(s):  
Numeracy Skills

scholarly journals Health Literacy: A Universal Call to Action

2019 ◽  
Vol 3 (1) ◽  
pp. 01-02
Author(s):  
Virginia E. Koenig
Keyword(s):  
Health Care ◽  
Reading Comprehension ◽  
Health Literacy ◽  
Call To Action ◽  
Numeracy Skills

Health literacy is the ability to access, understand, evaluate, and communicate information that promotes, maintains, and improves health care in a variety of settings across the lifespan. Unlike general literacy, health literacy is considered a more dynamic and context-reliant ability because it is comprised of reading comprehension, reasoning, and numeracy skills.

scholarly journals Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

2020 ◽  
Vol 10 (2) ◽  
pp. 10
Author(s):  
Stela Silas Karimi ◽  
Angeline Sabina Mulwa ◽  
Dorothy Ndunge Kyalo
Keyword(s):  
Correlation Coefficient ◽  
Stakeholder Engagement ◽  
Primary Schools ◽  
Monitoring And Evaluation ◽  
Educational Programme ◽  
Coefficient Of Determination ◽  
Intervention Programme ◽  
Design Data ◽  
Numeracy Skills ◽  
And Performance

Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.

scholarly journals Pelatihan Pengembangan Instrumen Penilaian Numerasi untuk Peningkatan Kompetensi Guru Matematika SMP

Sarwahita ◽  
2022 ◽  
Vol 19 (01) ◽  
pp. 54-64
Author(s):  
Meiliasari ◽  
Wardani Rahayu ◽  
Ratna Maryam
Keyword(s):  
Mathematics Teachers ◽  
Junior High School ◽  
Assessment Instrument ◽  
Competency Assessment ◽  
Assessment Instruments ◽  
High School Mathematics ◽  
Cognitive Level ◽  
Training Activity ◽  
Numeracy Skills ◽  
Definition Of

Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment has different objectives and formats compared to Ujian Nasional (National Exam), therefore teachers need to upgrade their knowledge of assessment instruments that measure students’ numeracy skills. This training aims to develop teachers' professionalism and competence in developing numeracy assessment instruments. The training was carried out online through a Zoom Meeting with participants of 29 junior high school mathematics teachers in Bogor Regency, West Java. The training was delivered in 2 sessions by 2 mathematics education lecturers from Universitas Negeri Jakarta. The first session with topics of AKM discussed the material domain, cognitive level, and the form of the questions on the AKM questions. The second session was with topics of numeracy skills discussed the benefits and the definition of numeracy skills. At the end of the training, participants were assigned to make a numeracy assessment instrument within 1 week. Participants and presenters join WhatsApp groups as a forum for discussion in the process of doing assignments. This training activity produces an output in the form of a numeracy assessment instrument that is developed based on the AKM question format. Participants are motivated and have ideas to develop numeracy assessment instruments.

Sign in / Sign up

Export Citation Format

Share Document